This article argues that it is important to take account of children's epistemologies of writing when exploring writing ecologies in homes and communities. Writing as more broadly defined by children and young people might include different forms of notation, inscription systems and decoration of objects in the home. Drawing on two research studies, one in a school and one in a home, in a Northern region of the UK, the author argues that detailed ethnographic methodologies can support an "emic" understanding of writing. By locating writing within children's epistemologies and within activity settings in homes and communities, the definition of writing can be broadened. An ecological approach to writing also enables home writing to be linked to activities outside school in homes and communities. These activities might include after school clubs and craft clubs that are culturally relevant for the children. This can deepen a pedagogical understanding of writing. The article draws on theory from social anthropologists such as Tim Ingold and others, who see writing as materially situated within home cultural practices. The ephemeral, or fixed, nature of home writing is explored, and the implications for practice for educators who work in schools and in home and community settings are considered.